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Govinda e.V. homepage - Nepal

Nepal - Education system

Education sector plays a strategic role to the attainment of the country's multifarious economic development including the fulfilment of the people's basic needs. The performance of this sector reflects the true status of development of a country. Indeed, it is considered essential to have a sufficient number of educated conscious, responsible and skilled manpower and to accelerate the country's development. It is the fundamental right of every citizen to have basic education. However, because of the country's limited resources and economic limitations the people have not enjoyed the benefits in satisfactory manner even in fulfilling such basic needs as education, health, clean water supply and sanitary facilities etc.

Number of schools in Nepal
1960
(end of Rana reign)		 1989/1990 end of 1999
Primary schools 200 15.834 25.522
Lower Secondary schools 203 3.941 7.276
Higher Secondary schools 21 1.791 4.082
Colleges 1 130 -

The total number of trained teachers throughout Nepal is only 45%. Because of better educational performance in the private sector institutions compared to the government-owned institutions, the number of private schools has been increasing, particularly in the urban areas. Yet most of them are unable to provide quality education.

Primary Schools Lower Secondary Schools Higher Secondary Schools
Classes 1 - 5 6 - 8 9 - 10
net enrolment rate 72% 31% 21%
total number of enrolments (in thousands) 3.780 916 385

In Nepal, SLC exam is found to be dominating factor of teaching. Teaching centers on the content of the textbook rather than on skills relevant to the students' needs. Methods and approaches incorporated in the textbooks are found inappropriate for our present situations. SLC exams do not test students' ability to functioning skills. They are unsuitable and complete overhaul. This is a major priority if the standard of teaching and learning in Nepal is to improve. The level of English in Nepalese schools is low. Neither teachers nor students have adequate standards of English for their need.
Teaching methodology is poor because of the much dependence on non-communicative techniques such as role learning, choral repetitions and gap filling. Lessons tend to be excessively teacher dominated. It is an urgent need for guidance to teachers on how to use the textbooks.

Therefore, skilled and trained teachers, introduction of appropriate technology, adequate teaching aid materials and a skill oriented educational policy are the dire need of today.